The Monmouthshire WNHWPS school cluster offers a compelling example of how SHRN data can be embedded into school improvement processes to drive meaningful, collaborative change. The cluster approach demonstrates SHRN not simply as a data collection tool but as a catalyst for system-wide reflection, planning, and action.
Collaboration Starts with SHRN Data
One of the most powerful aspects of the Monmouthshire model is the way that SHRN data is used as a shared foundation for meaningful conversations in the cluster. Rather than being used in isolation, the data is regularly revisited, explored, and discussed across schools, roles, and partners. This has enabled an evidence-informed culture to take root where SHRN data is not only discussed but actively used to guide decisions at every level, from curriculum planning to community engagement.
A standout strategy is the cluster’s use of Year 6 and 7 data to shape transition planning. By focusing on this pivotal cohort, schools can spot emerging behaviours and attitudes early on. It gives insights that feed into both primary and secondary planning. Alternating SHRN data focus each year helps maintain progress across the cluster.
Building Capacity for Data-Informed Practice
This cluster has made a deliberate investment in building the confidence and capability of school ‘s health and well-being leads to interpret and apply SHRN data insights. Through regular workshops, structured reflection, collaborative planning, and ongoing dialogue, staff have developed the skills to identify trends, triangulate evidence, and align findings with their own school’s priorities. This has helped embed data-informed decision-making into everyday practice.
This hands-on approach reflects SHRN’s broader goal in helping schools become confident, capable users of evidence-based data for improvement The cluster’s use of guiding questions to interrogate SHRN reports exemplifies this shift—from passive data consumption to active data engagement.
Aligning SHRN Insights with Strategic Priorities
The integration of SHRN data into the cluster’s Monitoring, Evaluation, and Review (MER) cycles ensures that health and well-being priorities are not viewed as isolated efforts but embedded within broader school improvement frameworks. The alignment with the Curriculum for Wales, particularly the Health and Well-being AoLE, further reinforces the strategic value of this work.
Moreover, the cluster’s actions are clearly mapped to national priorities, including digital competence, learner voice, and emotional well-being. This coherence strengthens the case for SHRN as a tool that supports not only local planning but also national policy implementation.
Sustaining Impact Through Collaboration
The Monmouthshire model illustrates how collaborative structures can enhance the sustainability of data-informed initiatives. By distributing leadership, leveraging individual school strengths, and engaging external partners, the cluster has created a system where responsibility is shared, and progress is collective.
Looking Ahead
The Monmouthshire experience offers valuable learning for other regions looking to embed SHRN data into strategic planning and cross-sector collaboration. As SHRN continues to evolve, the Monmouthshire case highlights several opportunities for learning:
Strengthening family engagement through targeted communication and workshops.
Expanding the use of primary SHRN data to identify earlier intervention points.
Developing tools and templates to support replication of the cluster model in other regions.
Ultimately, the Monmouthshire cluster demonstrates what is possible when SHRN data is embedded into a culture of shared purpose, strategic planning, and inclusive practice.
Read the full case study for more insights into Monmouthshire’s approach and practical takeaways for your own setting.
School Case Study- Leveraging SHRN Data to Drive Collaborative Health and Well-being Improvements Across School Clusters: Monmouthshire Welsh Network of Health and Well-being Promoting Schools (WNHWPS)
This blog highlights how accessible health and well-being data can help the sector design targeted programmes, build partnerships, and advocate for resources, all informed by the voices of young people.
Administered every two years to secondary school learners, The SHRN Student Health and Well-being survey covers a range of topics including mental health and well-being, physical activity and nutrition, substance use, sexual health, and social relationships.
In 2024, SHRN broaden its reach by launching a national roll out with primary schools across Wales, engaging nearly half of all primary schools in the data collection process. This expansion marks a pivotal step in building a clearer picture of children’s health and well-being from an earlier age, enabling tailored and focused support for key moments such as the transition to secondary school.
While the dashboard is not yet available for primary school data, reports from this phase of the survey can be accessed hereoffering valuable insights for those working with younger children.
Over the years, SHRN has helped shape a national approach to collecting and using data in schools. It’s been vital in guiding public health and education policies, programmes, and interventions that aim to improve the lives of children and young people across Wales.
About The Public Health Wales Secondary School Children’s Health and Well-being Dashboard: SHRN Survey Data Dashboard
Users can explore trends by year group, gender, age, local authority, health board, and more – with ethnicity breakdowns coming soon. All data is anonymous and aggregated.
Putting the Dashboard to Work in Youth Work Settings
The dashboard can benefit your work by:
Gaining a better understanding of young people’s (11 – 18 years old) health and well-being trends for topics such as mental health, physical activity, dietary behaviours, social media use, school connectedness, sexual health, substance use and social relationships – helping to shape more relevant and responsive support.
Identifying emerging needs within specific communities or age groups, allowing for early intervention and more targeted programmes.
Strengthening funding applications and project planning by backing up proposals with reliable, up-to-date evidence and data.
Collaborating more effectively with schools, health professionals, and other partners by working from a shared understanding of the data.
Whether you’re designing a new project, evaluating impact, or advocating for resources, the dashboard offers a solid evidence base to guide your work and make a bigger difference.
Insights From the SHRN Data
The following highlights are drawn from a sample of SHRN data available on the dashboard. They offer a snapshot of key trends in emotional health, physical activity, and loneliness among young people in Wales. These insights help us better understand how factors such as gender and household affluence can influence well-being, and they provide a valuable starting point for further exploration and discussion.
Emotional Health
More than half of girls (54%) in Wales reported experiencing feelings of low mood, irritability, nervousness, or trouble getting to sleep, while only about one-third of boys (32%) reported the same issues.
Girls in lower affluence households (61%) were more likely to experience the above than those from higher affluence households (49%).
Physical activity and exercise
In 2023, the percentage of children living in high affluence households taking part in vigorous exercise outside of school time at least 4 times a week was 45%, whilst in low affluence households it was 32%.
Overall, there was a large gap between the percentage of boys versus girls taking part in exercise outside of school at 49% and 31% respectively.
Loneliness
In 2023, 35% of 11–16-year-olds reported feeling lonely at least some of the time during the last summer holidays. When looking at this by gender we see that girls in particular are more affected with nearly 42% of girls feeling lonely compared to 27% of boys.
Getting Started
You can access the dashboard here. Once inside, use the filters to explore topics like “School Life” or “Physical Activity and Diet.”
You can break down the data by area, year group, or other characteristics, and view results as bar or line charts. Data can also be downloaded in MS Excel format.
Top Tips
Start with one topic area that aligns with your current work.
Use the filters to explore differences by area, age or gender.
Explore single years of data or trends over time
Download charts or data to support your next funding bid or team planning session.
The Welsh Government has published a new report highlighting unmet evidence needs in the Whole School Approach to emotional and mental wellbeing. In this blog, Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, explores how SHRN’s robust, regular data is helping to address these gaps. SHRN’s surveys support schools and policymakers with evidence on pupil and staff wellbeing, equity, and impact. The report recognises SHRN as a key contributor to long-term monitoring and evaluation in primary and secondary schools in Wales.
At the School Health Research Network (SHRN), we welcome the publication of Whole school approach to emotional and mental wellbeing: unmet evidence needs by the Welsh Government. The report highlights the importance of robust, regular data to evaluate how the Whole School Approach Framework is being delivered—and, crucially, what difference it is making.
While the report acknowledges that a broad range of valuable information has already been collected, much of it has been gathered through one-off activities. To support continuous improvement, the report highlights the need for more consistent and representative data from across the school community—particularly from school staff and parents/carers.
The report identifies several key areas where further evidence is needed, including:
Engagement and communication with the whole school community.
Staff well-being and support needs.
School culture and environment.
Prioritisation and resourcing.
Partnerships with support services.
Alignment with education and health strategies.
Delivery across all education settings.
Staff experiences, wellbeing, and training needs.
This is where SHRN plays a critical role in addressing the evidence needs identified in the Welsh Government’s report. Through our regular learner and school-level surveys, SHRN provides a robust and representative source of health and wellbeing data including mental Health and Well-being; physical activity; dietary behaviours; social media use; social relationships, school connectedness; sexual health and substance use . This evidence supports schools, local authorities, and national policymakers in tracking progress, identifying gaps, and informing targeted interventions.
We also capture pupil voice and participation, helping to ensure that learners are actively involved in shaping wellbeing initiatives. Our data supports analysis of equity and inclusion, highlighting how different groups experience health and well-being provision. By linking wellbeing efforts to educational outcomes, we help demonstrate the broader impact of these initiatives. Importantly, our findings inform understanding of staff confidence and capacity to deliver wellbeing support, ensuring that professional development is aligned with the practical priorities and challenges faced in schools. Together, these contributions help build a more complete, evidence-informed picture of what’s working—and where further support is needed.
We are proud to be recognised in the report as a key contributor to the evidence base:
‘The School Health Research Network (SHRN) which is an important source of robust, regular health and wellbeing data via its learner and school-level survey’’ .
‘SHRN offers a fantastic opportunity to address the identified unmet evidence needs for both learners and school senior leaders to support improved long-term monitoring and evaluation’.
This Welsh Government report also highlights how SHRN can address these evidence gaps. Our robust, detailed, and long-term survey data is being routinely gathered from both learners in both primary and secondary settings and school senior leaders. The learner data (ages 11-16-years) are also already being integrated into the SAIL databank which provides fantastic opportunities for linkage with other education and health datasets to examine the impact of the Framework and the factors that influence these outcomes over time.
In addition, SHRN co-chairs the Health Promoting Schools Programme Board to ensure survey measures are aligned with the proposed standards for the Health and Well-being Promoting Schools programme. These standards closely align with the Framework, and this alignment ensures that SHRN data can directly support many of the unmet evidence needs identified in the report.
Looking ahead, SHRN sees further opportunities to enhance the data landscape. These include:
Undertaking a pilot of survey data collection with Pupil Referral Units (PRUs) across Wales.
Here at SHRN we believe that by working collaboratively across sectors, systems, and communities, the Whole School Approach can become a dynamic and responsive part of school life—one that evolves to meet the changing needs of learners and staff. SHRN remains fully committed to supporting this vision and to contributing to a healthier, more resilient future for all learners in Wales. Together, we can build a stronger, more supportive environment for every learner and educator in Wales.
The recent HBSC (Health Behaviour in School-aged Children) Conference in Athens brought together 121 delegates from 39 of the 51 member countries and regions. This vibrant event marked only the second time Greece has hosted the conference in the past two decades—making it a particularly special occasion.
Day 1: Setting the Stage
The conference opened with updates from the International Co-ordinating Committee, followed by inspiring keynote addresses. Prof. Oddrun Samdalset the tone, and we heard powerful reflections from João Breda (WHO Athens) and senior officials from the Greek Ministries of Health and Education.
Their messages underscored the critical role of international collaboration in advancing public health.
This collaboration is exemplified by the strategic integration of HBSC within SHRN since 2013, which has significantly improved response rates and expanded the national sample in Wales.
Key Highlights:
Presentation of eight HBSC trend reports on topics like social inequalities, sexual health, and mental health.
Sophie Jullien shared the WHO’s renewed strategy for child and adolescent well-being.
We were particularly thrilled to see Wales receive recognition for its integration of HBSC into the TheSchool Health Research Network (SHRN) – a model for effective monitoring and school-level health planning. Our model, which combines international data with SHRN’s national infrastructure, has been internationally recognised as a best-practice approach for school-level health action planning.
Focus Groups & Country Collaborations
Delegates joined focus groups aligned with their expertise ranging from violence prevention to eating and dieting. Our country cluster (England, Ireland, Scotland, Wales, and Canada) also met for some lively discussions on school recruitment and data sharing.
Wales was proud to present its approach through our bespoke school reports, digital dashboards, webinars, newsletters, and events. These tools not only support schools but also demonstrate how SHRN uses HBSC data to drive policy-relevant research and improve youth health outcomes.
A Touching Performance
A standout moment was a musical performance by En-Techni Psyhi, a group of mental health service users and community members. Their performance promoted destigmatisation through music; an emotional and memorable experience.
Planning Ahead
In the afternoon, we met with our specialised working groups to plan the next survey round. A proud moment came when Kelly and I were elected as Co-Principal Investigators for Wales; a role we’re honoured to take on. We also bid a heartfelt farewell to Dr. Chris Roberts, whose contributions to HBSC have been invaluable.
Day 2: Deep Dives & Collaboration
Participation in HBSC allows SHRN to contribute to and benefit from global knowledge exchange, ensuring that Wales remains at the forefront of adolescent health research.
The second day encouraged cross-disciplinary dialogue through morning cross-focus group meetings. Later, topic-specific sessions allowed for deeper exploration of key areas.
Development Groups
Post-lunch, we joined development groups tackling such as policy, methodology, chronic conditions, and qualitative validation methods
A Personal Highlight
I had the privilege of chairing a parallel health session featuring outstanding presentations from the Lithuanian, Dutch, and Belgian (Flemish) teams. The day concluded with a warm and lively dinner at a local restaurant—strengthening friendships and future collaborations.
Day 3: Closing Insights & Looking Ahead
The final day took us to the stunning National and Kapodistrian University of Athens, where we wrapped up with discussions on multi-level modelling and data optimisation.
The closing plenary was a fitting end to a truly inspiring event. As we said our goodbyes, the Welsh team left feeling energised and ready for the next chapter.
Final Thoughts
As we continue this work, the SHRN-HBSC partnership remains a cornerstone of our strategy – linking local action with global insight to promote young people’s health and well-being.
The HBSC Conference in Athens was more than just a meeting. It was a powerful reminder of what we can achieve through collaboration, innovation, and shared purpose. As we return to our work in Wales, we’re inspired to keep building on this momentum.
We’re already looking forward to reconnecting at the online meetings in November, and hopefully, attending next year’s conference hosted by the Czech team!
Stay Connected
To stay updated on SHRN and HBSC developments visit our website.
SHRN is helping schools across Wales put health and well-being at the heart of education. In this blog, Maria Boffey, SHRN’s External Affairs and Knowledge Exchange Manager, shares how schools are using SHRN data to shape strategies, support learners, and create lasting, evidence-informed change….
How SHRN is Helping Build Stronger Schools and Healthier Learners Across Wales
At SHRN, we believe that when learners are healthy and supported, they thrive—not just academically, but socially and emotionally too. That’s why we’re proud to be a trusted partner working with schools across Wales to embed health and well-being into the heart of school life.
Why SHRN Matters
Every two years, SHRN conducts a national data collection involving learners and school staff. This isn’t just a survey—it’s a powerful tool for change.
When schools take part in SHRN’s data collection, they receive tailored, benchmarkable data that offers real value. This data help schools reflect on their current strategies, highlighting what’s working well and where there’s room for improvement. With clear, school-specific insights, teachers can plan targeted interventions that are grounded in evidence and aligned with their unique school context.
Why does this matter? Because healthier learners are better learners. When students feel safe, supported, and well, they’re more likely to attend, stay engaged, and reach their full potential. A strong foundation of health and well-being is essential for academic success and personal growth. That’s why SHRN’s work is so important: it helps schools create the kind of environment where every learner can thrive.
A National Movement
SHRN is part of a wider effort to embed health and well-being into the education system. We work closely with the Welsh Government, Healthy Schools, and Public Health Wales to ensure that school-level data contributes to national understanding and policy development.
As Lynne NeagleAS/MS, Cabinet Secretary for Education has highlighted, this work is about more than data—it’s about empowering schools to make meaningful, lasting change:
“ SHRN is a cornerstone in providing invaluable data and evidence that shape policy and practice. …. This crucial data supports the Welsh Government’s mental health and education policies and drives impactful work in the wider education sector and academia. SHRN is at the forefront of transforming the educational landscape, ensuring the well-being of our children and the future of our communities.”
What We Measure
At SHRN, we know that supporting learners means looking at the full picture. That’s why our surveys explore a wide range of topics that matter deeply to both schools and learners. From mental health and emotional well-being to physical activity, nutrition, substance use, school climate, and pupil voice—our approach is designed to be comprehensive. By giving schools a clearer view of their learners’ experiences, we help them make informed, meaningful decisions that support well-being across the board.
How SHRN Helps Schools Make a Lasting Impact
SHRN equips schools with the tools, training, and connections they need to create meaningful, lasting change. From boosting learner well-being to strengthening community engagement, our approach is designed to be practical and empowering. Schools gain access to high-quality, tailored data that informs planning, supports inspections, and tracks progress over time. We offer professional development opportunities that help staff grow, and we foster a culture of collaboration through a strong network of schools, researchers, and public sector partners. SHRN also helps schools empower young people to take the lead in well-being initiatives, while promoting a positive, inclusive school culture. By using SHRN insights, schools can build stronger relationships with families and local services and embed sustainable improvements that benefit the whole school community.
What Schools Are Saying
The most meaningful insights into SHRN’s impact come directly from the schools we work with and inspire our work:
“SHRN data helps us plan a curriculum that responds to learners’ real experiences.”
Ysgol Maes y Gwendraeth
“Our SHRN data has helped us create a learner-led, age-appropriate well-being curriculum.”
Whitchurch High School.
Celebrating the Power of an Evidence-Informed Approach
We’ve explored how SHRN is supporting schools across Wales to place health and well-being at the centre of education. From providing high-quality, tailored data to fostering collaboration and professional growth, SHRN is helping schools make informed, meaningful changes that benefit learners and staff alike.
The voices of schools themselves speak volumes—showing how SHRN data is being used to shape responsive curricula, support inspections, and strengthen whole-school approaches to health and well-being. These real-world school examples remind us that when schools are equipped with the right tools and insights, they can create environments where every learner has the opportunity to thrive.
At its core, SHRN is about partnership, evidence, and impact. And as schools continue to engage with the network, the collective effort to build stronger, healthier learning communities grows even stronger.
Explore More and Stay Connected
Visit our page to read real examples of how schools are using SHRN data to drive positive change.
Sign up to our e-bulletin to stay up to date with the latest SHRN insights, resources, and opportunities.
Let’s keep the conversation going—and continue building stronger schools and healthier learners together.
Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, delves into this study insights which highlights the importance of understanding the nuanced relationship between social media and young people’s mental health…
The Rise of Online Communication Among Young People
Online communication plays a central role in the lives of young people across the UK. The statistics are striking—a vast majority of 12 to 15-year-olds are active online, while mobile phone ownership is becoming increasingly common among even younger children. With this growing digital presence come conversations and concerns about the effects of social media on mental health. According to recent statistics, 99% of 12- to 15-year-olds are connected to the internet, and 95% report using social media before and after school daily (Home Office, 2020).
Mixed Evidence on Social Media and Mental Health
Dr. Rebecca Anthony highlights a key point: the evidence regarding social media’s impact on mental health is mixed. While some studies indicate small but significant associations with mental health, others find no substantial link. This disparity might be attributed to varying research methods, the ever-evolving digital landscape, and the complex way social media interacts with factors like sleep, physical activity, and cyberbullying. She emphasises that researchers must go beyond simplistic metrics like screen time and investigate what young people are doing online, the motivations behind social media use, as well as identify potentially vulnerable groups of young people.
Introducing SHRN Data
Using data from The SHRN Student Health and Well-being Survey in Secondary Schools 2019, the study team explored critical topics such as mental health, online communication, cyberbullying and relationships. This data served as a foundation for her research, providing valuable insights into the health and well-being of young people, and the factors influencing it.
Key Findings on Social Media Use Among Secondary School Learners
Using data from the 2019 survey, the study explored how online communication relates to mental health among secondary school learners aged 11 to 16 years. The investigation revealed important trends:
Strong Engagement: 82% of learners connect with their closest friends online daily.
Positive aspects: Frequent online interaction with friends from real-life and larger friendship circles is associated with improved well-being.
Negative Impacts: Conversely, frequent contact with virtual friends- those made exclusively online—is linked to lower well-being, especially for girls.
Cyberbullying: 13% of learners reported being victims of cyberbullying.
Escapism: 40% admitted using social media to escape negative emotions.
Implications for Supporting Young People’s Well-being
These findings underline the dual nature of social media—it can foster meaningful connections while also posing risks for certain groups. Potentially vulnerable demographics, such as adolescent girls communicating with online-only friendships, require particular attention. Addressing these challenges demands a nuanced approach to understanding young people’s social media habits and their broader impact on mental health.
The findings of the study suggest that focusing solely on the amount of time spent online may oversimplify the issue, neglecting important nuances such as the nature of online activities and interactions. Instead of placing excessive emphasis on monitoring and regulating online communication, educators, parents and carers should recognise the potential benefits of engaging with established friendship groups online, while also working to minimise any associated risks. Such efforts to enhance young people’s well-being should take these positive connections into account.
Expanding Research Using SHRN Data: Younger Age Groups
A new study led by SHRN Research Associate Shujun Liu aims to expand SHRN research to primary schools, broadening its scope beyond secondary school learners.
This holistic approach will ensure ensures a comprehensive understanding of how social and environmental factors impact the well-being of children across different stages of their education. Watch Shujun’ s webinar here.
SHRN Data: Driving Impactful Research and Policy Changes
The SHRN Student Health and Well-being Survey is a cornerstone for impactful research, offering critical insights into young people’s lives. By analysing SHRN data, researchers such as Dr. Rebecca Anthony can explore:
How social media influences mental well-being.
Trends in online communication among secondary learners.
Risk factors affecting vulnerable groups.
Beyond academic research, SHRN findings have real-world applications:
Policymakers can use these insights to design targeted interventions and allocate resources effectively.
Schools can implement educational initiatives to teach children and young people how to navigate the digital world safely. For example, the identification of adolescent girls at higher risk due to online-only friendships provides a data-driven foundation for developing support programmes.
Conclusion
As SHRN continues its efforts, these insights pave the way for informed strategies to promote healthy digital practices and support the health and well-being of children and young people across Wales and beyond . With the combined focus on secondary and primary schools, this comprehensive approach will undoubtedly contribute to creating an environment that prioritises the mental health and well-being and development of all ages of education.
At Ysgol Aberconwy, our commitment to the holistic development of our learners – academically, emotionally, and physically – has always been at the heart of what we do. Working with The School Health Research Network (SHRN) has helped us generate robust and actionable data that allowed us to fully understand our learners’ health and well-being. With this valuable insight, we were able to identify specific issues and take targeted, impactful actions to enhance our learners’ health and well-being.
Real-Life Impact: Learners Stories That Inspire Change
One of the most rewarding aspects of our sleep initiative has been hearing the personal stories from our learners.
James, Year 10:
“Before the sleep initiative, I used to struggle with falling asleep and often felt tired during the day. After learning about the importance of sleep and using blue light filtering settings and apps on my phone and tablet, I’ve noticed a huge difference. I fall asleep faster and wake up feeling more refreshed. My concentration in class has improved, and I feel more energetic throughout the day.”
Sophie, Year 8:
“The ‘No tech after 9 pm’ rule was tough at first, but it really helped me. I used to stay up late on my phone, but now I read a book before bed instead. I sleep better and feel more focused in school. My grades have improved, and I feel happier overall.”
Liam, Year 11:
“Sticking to a consistent sleep schedule has made a big difference for me. I go to bed and wake up at the same time every day, even on weekends. This routine has helped me feel more alert and less stressed. I can concentrate better in class and have more energy for extracurricular activities.”
Emily, year 9:
“Using a sunrise alarm has been a game-changer for me. It wakes me up gently with light, and I feel more awake and ready to start the day. I’ve noticed that I’m more engaged in lessons and less irritable. It’s amazing how much better I feel with good sleep.”
These personal testimonials highlight the real-life impact of our efforts and motivate us to continue our work.
Effective Strategies: How We Tackled Learner’s Sleep Challenges
To address the sleep challenges identified through our school’s SHRN data, we implemented several strategies. We educated learners about circadian rhythms (a pattern the human body follows based on a natural and internal 24-hour clock) and encouraged them to use tools like blue light filtering settings and sunrise alarms. These tools help regulate sleep patterns by reducing exposure to blue light and simulating natural sunlight in the morning.
We also developed slogans and visual campaigns to keep sleep at the forefront of everyone’s mind. For example, the learner led iACh group (ie learners involved in the development and delivery of various health and well-being initiatives) created default desktop backgrounds for all learner and staff computers, that detailed catchy, thought-provoking slogans, such as ‘This third of the day will have the biggest impact on the other two thirds’ to understand the impact of sleep on learners’ health and well-being.
Additionally, Huw Evans, The Welsh Network of Health and Well-being Promoting Schools (WNHWPS) Healthy School Co-ordinator for Conwy, played a crucial role in helping us engage with our SHRN data. This led to the identification of sleep as a priority area, and he supported us in exploring a range of implementation strategies
Overcoming Obstacles: Turning Challenge into Active Participation
Implementing these initiatives wasn’t without its challenges. Initially, some learners were relucent to change their habits, especially when it came to reducing screen time. To address this, we engaged them in the data and discussion, helping them understand the importance of sleep, and encouraged active participation in the initiatives.
A Ripple Effect: The Broader Benefits of Better Sleep on Health and Well-being
Improved sleep has had a ripple effect on other areas of our learners’ lives. Teachers have reported better focus and engagement in class, with one teacher stating “Since our students improved their sleep habits, we’ve seen a noticeable boost in their focus, participation, and overall engagement in lessons. They’re more alert, less stressed, and seem to approach learning with a more positive attitude. Better sleep has also improved their emotional well-being, helping them stay calm under pressure and more motivated. Overall, they’re healthier, more balanced, and ready to succeed both in and out of the classroom. It’s clear that sleep plays a crucial role in their health and well-being and academic success.”
These holistic benefits underscore the importance of addressing sleep as a key component of learner health and well-being.
Looking Ahead: Future Plans to Enhance Learner Health and Well-being
Looking ahead, we are excited to continue using our SHRN data to inform our decisions on how we can further improve the health and well-being of our learners. We plan to explore other aspects of health and well-being, such as nutrition and physical activity, and implement targeted initiatives based on our data insights.
Teamwork at Its Best: How Collaboration Powered Our Success
Our success wouldn’t have been possible without the support of our external partners, including local health organisations and The Welsh Network Health and Well-being Promoting Schools (WNHWPS), and Third Sector organisations such as The Sleep Charity. Their expertise and resources have been invaluable in delivering effective support to our learners.
Parents and carers also played a vital role in supporting the movement to improve learners sleep habits, actively participating in engagement sessions led by learners themselves. Together they developed practical advice on how families could support better sleep at home, helping to reinforce healthy habits. Key recommendations included establishing a consistent sleep schedule, creating a relaxing bedtime routine, and limiting screen time before bed to ensure better sleep quality. Additional guidance emphasised the importance of a comfortable sleep environment, educating their children about sleep hygiene, and encouraging physical activity to promote restful sleep. Parents and carers were also encouraged to set a positive example by demonstrating good sleep habits themselves. Communication and collaboration with school initiatives were highlighted as essential to supporting these efforts at home, reinforcing the connection between sleep, health and well-being, and academic success.
Here’s what one parent had to say about their involvement and how it has benefited the whole family’s attitude and approach towards sleep:
‘Being part of these sessions has made a huge difference in our family’s sleep habits. The practical tips and strategies we learned have helped us establish a more consistent bedtime routine, and we’ve noticed that everyone is sleeping better. The kids are more relaxed at night, and we’ve all become more mindful about limiting screen time before bed. It’s not just about better sleep – it’s also brought our family closer together, as we now prioritise winding down together and supporting each other’s health and well-being. We can really see the positive impact on our energy, mood, and overall health and well-being.’”
Simple Steps, Big Impact: Practical Tips for Better Sleep
For those looking to improve their own sleep habits, we recommend focusing on sleep hygiene practices (healthy habits that you can practice during the day to help you get a good night’s sleep). This includes maintaining a consistent sleep schedule, creating a relaxing bedtime routine, and minimising exposure to screens before bed. Understanding the importance of sleep and taking proactive steps can lead to significant improvements in overall health and well-being.
Encouraging Schools to Prioritise Sleep and Health and Well-being
We encourage other schools to consider similar initiatives and to utilise their SHRN school data to inform their health and well-being strategies. By sharing our experiences and insights, we hope to encourage a greater movement towards healthier, positive school communities.
Final Thoughts: How SHRN Data is Shaping a Healthier Future for Learners
In conclusion, our work with our SHRN data has been incredibly rewarding, and we are excited about the future. We believe that by prioritising our learners’ health and well-being, we are not only enhancing their academic success but also fostering a healthier, more resilient generation of learners.
Further Resources: New Insights on the Power of Sleep for Health and Well-being
New #BeeWell research has highlighted the importance of good sleep habits for young people’s overall health. The study revealed that girls’ sleep and mental well-being are closely linked. When girls reported getting enough sleep, they reported better mental wellbeing one year later. Read more about the study here.
Please note: The names used in this blog have been changed to protect the privacy of individuals.
About the Author
Rhydian is the Director of Learning at Ysgol Aberconwy Secondary School, where he is responsible for the health and well-being of both learners and staff.
He coordinates the Personal, Social, Health, and Relationship and Sexuality Education (PSHE) curriculum and oversees the school’s House charity system. (Please note, while Personal and Social Education (PSE) is the term used in Wales, Ysgol Aberconwy prefers to use the term PSHE to reflect the inclusion of health in their PSE curriculum).
With 19 years of experience as a Physical Education teacher, Rhydian is passionate about promoting healthy lifestyle behaviours that enhance the health span of the entire school community.
As SHRN welcomes Dr. Kelly Morgan as its new Director. Kelly, in this blog, reflects on past successes and outlines plans to expand school partnerships, engage primary schools, and launch a school-level dashboard.
Written by Dr Kelly Morgan
I’m honoured to step into the role of Director of The School Health Research Network (SHRN), following my time as Deputy Director. First, I want to acknowledge the exceptional leadership of my predecessor, Professor Simon Murphy. His dedication and foresight have been instrumental in establishing SHRN as a world-leading network. To all our partners—from school leaders and educators to policy and practice colleagues—I want to reassure you that SHRN’s foundation remains unwavering. Our commitment to collaboration, delivering high-quality data, and co-producing impactful work with schools will continue to be central to our mission. Providing meaningful, timely, and accessible feedback that drives evidence-informed actions to improve learner health and well-being remains our priority.
Our Vision Moving Forward
My vision for SHRN is grounded in both continuity and bold ambition. I aim to deepen our partnerships with schools while strengthening our impact through practical tools, expanded engagement with primary schools, and closer collaboration with key organisations such as Welsh Government and Public Health Wales.
A Leader with Expertise and Vision
As a Senior Research Fellow at the School of Social Sciences and former Deputy Director of SHRN, I bring a wealth of experience in public health research-co-producing and evaluating interventions that support children and young people’s health and well-being. My skills and experience in data linkage help SHRN investigate the wider systems and social factors that affect learners’ outcomes. Recently, I’ve taken the lead in expanding SHRN into primary schools , ensuring we include the perspectives of younger children to guide early prevention efforts. I’m also passionate about promoting physical activity and sport as integral aspects of a healthy lifestyle—an area that continues to inspire my work and my commitment to enhancing learner health and well-being across Wales.
A Proud Past and an Ambitious Future
Reflecting on SHRN’s journey so far, I am reminded of the incredible collaborations that have driven our success. For example, our partnership with schools has led to tangible improvements in learners’ health and well-being. A particularly memorable moment was
listening to school practitioners describe how learner voice groups have used their school’s SHRN report to drive actions like promoting healthier sleep, including delivering education sessions for parents and carers which showcased the power of collective action and evidence-informed practices.
As we embark on this new chapter, our focus will remain steadfast: combining innovation and collaboration to create meaningful change. SHRN will soon launch an innovative school-level dashboard for secondary schools, offering customised insights to empower them in understanding and improving their learners’ health and well-being outcomes.
I’m incredibly proud to work alongside such a talented and dedicated team within SHRN. Their expertise, creativity, and unwavering commitment are at the heart of the network’s success. Their wealth of knowledge and experience ensures that SHRN remains at the forefront of school health innovation. Moving forward, I’m equally committed to continuing to build strong partnerships and collaborations across the wider network — with school leaders, policymakers, and practitioners. It is through these trusted partnerships that we can continue to grow, innovate, and make meaningful changes of children and young people’s health and well-being.
Thank you for your continued support — I look forward to working with you in this next chapter.
Warm regards,
Dr. Kelly Morgan, Director, SHRN
As we embark on this exciting new chapter, I warmly invite all partners to actively collaborate with SHRN. Whether by sharing your insights, participating in our events and webinars,or leveraging the resources we provide, your involvement is vital to our shared success. Together, we can drive innovative solutions and lasting improvements for schools and learners across Wales
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In this blog, Professor Simon Murphy prepares to step down as Director of The School Health Research Network (SHRN) after 12 transformative years, he reflects on the journey of building a pioneering network that has become a global model. In Reflections From The Director: Twelve Years of SHRN, he shares his thoughts on SHRN’s legacy, the partnerships that defined its success, and his hopes for its future. Join us in celebrating his remarkable leadership and the next chapter for SHRN…
When SHRN began in 2013, it was an ambitious experiment rooted in hope and vision. Today, it has become a global model for school health research networks, an essential part of Wales research, policy, and practice landscape.
As I step down from my role as Director of SHRN after 12 remarkable years, I find myself reflecting on the extraordinary journey we’ve taken. It’s also a moment to offer my good wishes to my colleagues, who will carry forward the legacy and steer SHRN into its next chapter.
SHRN: A Unique and Valued Network
In 2013, SHRN was born out of an ambitious idea—to create the world’s first national school health research network. Today, it stands as an essential part of Wales research, policy, and practice landscape. For national and regional stakeholders, SHRN offers indispensable indicators to grasp the health needs of our population. For schools, it’s a cornerstone of health action planning and progress monitoring. For researchers, it’s a unique dataset—a gateway to exploring the nexus of health, wellbeing, policy, and practice.
At its core, SHRN has always been about partnership, co-production, and translating knowledge into real-world impact.
From A Partnership Pilot Study to Pioneering Achievement
This foundational partnership laid the groundwork for what was to come: a national network that would change school health research in Wales and beyond.
How did we achieve so much in just over a decade? My answer is simple: partnerships.
SHRN began with an idea. Could we take learning from clinical research networks that had transformed medical research and apply them to the school setting? Answering that would require meaningful collaborations.
So in 2013 we secured a Medical Research Council grant to pilot the idea and work in partnership with Welsh Government, Public Health Wales (PHW) and all the schools taking part in the HBSC’s Health Behaviour in School Children study that year. The results were resounding – a clear mandate to move forward with the network.
Scaling Up and Sustaining Impact
Over the following six years, with funding from Welsh Government and Health and Care Research Wales, we achieved full participation from all maintained secondary schools in Wales. Today, SHRN serves as a robust infrastructure for data collection and reporting. It meets health and wellbeing data needs across local, regional, and national levels, with 70% of secondary school learners participating in our surveys.
This progress was underpinned by the invaluable guidance of our stakeholder advisory group, representing voices from the national to the local level.
SHRN data informs over 30 national policies and strategies, ranging from statutory mental health guidance, sex and relationship education, connecting communities to address social isolation and loneliness, education curriculum reform, physical activity, and tobacco control delivery plans.
Data Integration:
Through our partnership with the PHW observatory, SHRN data supports informed, data-driven health and wellbeing planning at both national and regional levels. SHRN data facilitates targeted action planning aligned with health priorities across Wales, ensuring policymakers and regional stakeholders have reliable insights at their disposal.
School Improvement:
Schools use SHRN data for self-evaluating health and well-being and driving school improvements. Estyn has even recognised SHRN as a vital data source for school inspections. The high coverage of the SHRN survey enables the health, education, and school experience of small and/or vulnerable population subgroups to be monitored, for example, children looked after, young carers, and young people of gypsy traveller heritage.
‘Research Ready Schools’
With a network of research-ready schools, SHRN co-produces and evaluates school-wide interventions. Currently, this supports a research portfolio valued at over £35 million.
Capacity Building Activities:
Capacity-building activities, including research briefings, webinars,case studies and events, facilitate the translation of evidence into policy and practice. Regular consultations with stakeholders and educators ensure the network’s outputs remain both relevant and transformative.
Longitudinal Data Linkage:
Longitudinal data linkage is now in place, meaning the determinants of physical and mental health and their impact on attainment and health service use can be better understood.
Knowledge Exchange:
SHRN prioritises knowledge exchange through research briefings, interactive webinars, and tailored resources. These efforts ensure that data insights are accessible and actionable, bridging research, policy, and practice.
Beyond Wales – across the UK and internationally
SHRN has also made its mark across the UK and globally.
We have been instrumental in the development of SHINE, a partner network in Scotland, SHRN in the South-West of England, the Greater Manchester Bee-Well network and are currently working with NIHR Oxford Health Biomedical Research Centre on a school research network for mental health.
SHRN was invited by the World Health Organization (WHO) to contribute to the planning of a European-wide pilot school health network in 2018-2019 The SHRN model informed a call from the WHO to develop pilots for school led data practice in India, Ghana, Jamaica, and Morocco. Whilst we have worked with the Namibian government to set up SHRN in schools in Africa and are now in discussions with partners in Uganda and Saudi Arabia.
A Final Thank You and Looking Forward
Reflecting on our achievements, the second key to our success becomes clear- teamwork.
Although I have led SHRN from its inception, its success is down to the SHRN team. So I would like to extend my thanks to them. To those who were at the start of this journey and to those that will now be taking this forward. I leave the network in the more than capable hands of Dr Kelly Morgan. I have worked with her for over ten years, and we have achieved great things. She has proved herself to be an invaluable Deputy Director for SHRN and will now do so as Director.
Finally, to the schools—your leadership teams, teachers, parents and carers, and especially the learners—thank you. Your enthusiasm and commitment have been the heart of SHRN’s success. Together, we’ve built something extraordinary, and I can’t wait to see what the future holds.
My hope is that SHRN will continue to grow, adapt, and inspire others to champion the health and well-being of children and young people worldwide.
Warm regards, Professor Simon Murphy, Former Director, SHRN
SHRN’s success has always been a shared endeavour. As we step into the chapter, let’s continue building partnerships, driving innovation, and championing the health and well-being of young people across Wales and the world. Stay connected and join us on this exciting journey.
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In support of The SHRN Student Health and Well-being Survey in Primary Schools, the SHRN team recently showcased emotional and mental well-being activities at events hosted by the WNHWPS Cardiff and Vale Healthy Team. These events provided a platform for schools to discuss their practices and explore the Welsh Government’s ‘Framework on Embedding a Whole School Approach to Emotional and Mental Well Being.’ Attendees, including Barnardo’s, Cardiff and Vale University Health Board, the NSPCC, and Public Health Wales, shared insights and experiences. Throughout the events, schools referenced the valuable data driven insights gained from theirSHRN reports, using data to identify key areas for development. This SHRN data-driven approach has become a vital tool for schools in their self-evaluation of the Whole School Approach. Additionally, we engaged participants with an interactive arts-based activity focused on emotional and mental well-being.
Data Driven Insights
Throughout the event, many schools referenced the valuable insights they’ve gained from theirSHRN school level report and data. By analysing their bespoke data, these schools have been able to identify key areas of development for learner health and well-being. This SHRN data-driven approach has become a vital tool for schools in their self- evaluation of the Whole School Approach.
Engaging Activities
In addition to the school presentations, we were also invited to engage participants – both learners and teachers – with an interactive activity that tied directly into the central themes of emotional and mental well-being. Wanting to offer something engaging, creative and memorable, we turned to arts-based research methods.
Creative Methods in Action
Cardiff University’s School of Social Sciences has a strong tradition of using creative and arts-based methods to help people explore and communicate complex and challenging topics. These include the experiences of looked-after children (Mannay et al. 2023), young people’s experiences on gender and sexuality (Timperley 2024), and online social and romantic relationships (Marston 2023).
When topics are hard to talk about, or have strong embodied and emotional qualities, creative activities – like making cut-up poetry, building with clay, sandboxing and painting – can help people express their feelings in a way that words sometimes can’t.
Though we weren’t conducting formal research at the event, we felt these creative methods might support children and adults attending to carefully consider their own experiences of mental and emotional well-being – and to connect the SHRN Student Health and Well-being Survey in Primary Schools to their own lived experiences and work contexts.
This activity invites participants to create little figures using pipe cleaners, craft wire, or wax yarn, which can be shaped into different poses. Participants are then invited to ‘guess the feeling’ expressed by the poses of one another’s figures. The exercise invites participants to question whether our feelings are always visible – and when they are visible, whether our feelings might look similar to, or different from, those of other people.
A Successful Engagement
To our delight, the activity was a huge hit! By the end of the day our SHRN stand festooned with small colourful figures of different shapes, sizes and poses. The children returned to collect their creations and take them home. One learner even expressed how much she enjoyed the activity and asked her teacher if they could do it again at school!
Conclusion
Although we didn’t have much time to dive into the details of the activity with everyone who stopped by, we hoped that by discussing the SHRN Student Health and Well-being Survey in Primary Schools in such a fun and supportive setting – while making and posing the expressive little figures – encouraged attendees of all ages to consider the importance of supporting emotional and mental well-being, whilst also highlighting how emotions can be diverse and hard to fully capture in just one expression or form.
Get involved and make a difference! Read ourlatest blog posts to discover innovative ways to support emotional and mental well-being in schools.
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About the Authors
Dr. Max R Ashton, Research Assistant
I joined the DECIPHer April 2024, as a research assistant supporting the activities of SHRN. I have a long history as a student at Cardiff University (BSc Human and Social Sciences, MSc Social Science Research Methods, PhD) which began in 2016. My academic background incorporates critical social Psychology and Education, with a specific research focus on school-based relationships and sexuality education (RSE). My PhD research incorporated diverse qualitative methods within a novel ‘post-qualitative’ theoretical approach, to explore Welsh teachers’ and pupils’ experiences of RSE provision during the rollout of the national Curriculum for Wales. My research interests include gender and sexuality, theorising complexity within organisations, and exploring the processes by which policy is translated into practice in education.
Charlotte Wooders, Engagement Manager
Charlotte is responsible for delivering knowledge exchange and engagement activities, bringing together the SHRN team, partners who use our research and wider communities to share ideas, evidence, and expertise. She also works with schools and partners across Wales, to showcase and demonstrate the impact of SHRN data, in how it creates a real and positive difference to the health and well-being of children and young people. Charlotte has previously worked in the third sector, delivering regional and national programmes and co-production initiatives to support and improve practice and policy outcomes for vulnerable children, young people, and families. She has also previously contributed to several DECIPHer and CASCADE publications and research studies, supporting stakeholder engagement and knowledge exchange activities.
